Maintaining a learner-centered focus throughout the process, and throughout each component that makes up the process, is and important issue to address. Dr. Mary Huba, co-author of Learner-Centered Assessment on College Campuses, provides an excellent overview of the planning involved in a systematic approach.

Huba on systematic approach to planning (4:59)

Click here for text-only version.

In addition, Huba and Freed (2000) ask 13 very important questions for the assessment/evaluation planner in "Chapter 3: Applying Principles of Good Practice in Learner-Centered Assessment." It is well to note them here as we begin looking at the process itself.

• Does assessment lead to improvement so that the faculty can fulfill their responsiblities to students and to the public?
• Is assessment part of a larger set of conditions that promote change at the institution? Does it provide feedback to students and the institution?
• Does assessment focus on using data to address questions that people in the program and at the institution really care about?
• Does assessment flow from the institution's mission and reflect the faculty's educational values?
• Does the educational program have clear, explicitly stated purposes that can guide assessment in the program?
• Is assessment based on a conceptual framework that explains relationships among teaching, curriculum, learning, and assessment at the institution?
• Do the faculty feel a sense of ownership and responsibility for assessment?
• Do the faculty focus on experiences leading to outcomes as well as on the outcomes themselves?
• Is assessment ongoing rather than episodic?
• Is assessment cost-effective and based on data gathered from multiple measures?
• Does assessment support diversity efforts rather than restrict them?
• Is the assessment program itself regularly evaluated?
• Does assessment have institution-wide support? Are representatives from across the educational community involved? (Huba & Freed, 2000, pp. 86-88)

Let's take a step-by-step examination of the planning process for assessment and evaluation.

Step 1: Plan a Systematic Approach
Step 2: Select Method or Tool and Collect Data
Step 3: Analyze and Report Results

Destination 9: 6 of 21